Oral Presentations
Presentation Type
Presentation
Faculty Mentor’s Full Name
Anisa Goforth
Faculty Mentor’s Department
Psychology
Abstract / Artist's Statement
Cultural matching refers to the reflection of one’s own culture in day-to-day life, which is critical for nurturing one’s sense of acceptance and identity in the world (Rip et.al., 2020). Identity safety is when one’s social identity is welcomed and valued rather than viewed as a barrier to success The presence of cultural matching and identity safety is important in educational settings throughout childhood and adolescence, as both are crucial to students’ overall well-being and identity. Opportunities to express one’s culture in the classroom is essential for a sense of belonging and safety (Steele & Cohen-Vargas, 2013); however, Indigenous students do not often experience such opportunities. Using Indigenous Research Methodologies (e.g., Kovach, 2009), an Indigenous researcher interviewed Indigenous participants (N = 7) attending the University of Montana. Qualitative data analyses were conducted via audio-recorded, in-person interviews, which were then transcribed through Zoom. Participants were asked to share their experiences of cultural matching and identity safety regarding their school environments. Research team members then analyzed data to delineate common themes, which included both negative experiences due to a lack of cultural matching, as well as positive experiences when cultural matching was present. The results of the current study will highlight the effects of those experiences on Indigenous students and provide implications and applications for students at the University of Montana. Implications for this research will help us to identify barriers that Indigenous students are currently facing within their educational settings and will help us understand what components can effectively promote a culturally rich and safe environment for future Indigenous students.
References
Cohn-Vargas, Esther & Steele, Dorothy. (2013). Identity Safe Classrooms: Places to Belong and Learn.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press.
Rip, J., Zijlstra, E., Post, W., Kalverboer, M., & Knorth, E.J. (2020). Cultural matching factors, child factors and fostering factors associated with successful foster placement: An explorative study into the perspectives of unaccompanied refugee children, their foster carers and guardians. Children and Youth Services Review, 118, 105408.
Windchief, S., & San Pedro, T. (2019). Applying indigenous research methods: Storying with peoples and communities New York, NY: Routledge.
Category
Humanities
Effects of Cultural Matching and Identity Safety: An Examination of Indigenous Student’s School Experiences
UC 332
Cultural matching refers to the reflection of one’s own culture in day-to-day life, which is critical for nurturing one’s sense of acceptance and identity in the world (Rip et.al., 2020). Identity safety is when one’s social identity is welcomed and valued rather than viewed as a barrier to success The presence of cultural matching and identity safety is important in educational settings throughout childhood and adolescence, as both are crucial to students’ overall well-being and identity. Opportunities to express one’s culture in the classroom is essential for a sense of belonging and safety (Steele & Cohen-Vargas, 2013); however, Indigenous students do not often experience such opportunities. Using Indigenous Research Methodologies (e.g., Kovach, 2009), an Indigenous researcher interviewed Indigenous participants (N = 7) attending the University of Montana. Qualitative data analyses were conducted via audio-recorded, in-person interviews, which were then transcribed through Zoom. Participants were asked to share their experiences of cultural matching and identity safety regarding their school environments. Research team members then analyzed data to delineate common themes, which included both negative experiences due to a lack of cultural matching, as well as positive experiences when cultural matching was present. The results of the current study will highlight the effects of those experiences on Indigenous students and provide implications and applications for students at the University of Montana. Implications for this research will help us to identify barriers that Indigenous students are currently facing within their educational settings and will help us understand what components can effectively promote a culturally rich and safe environment for future Indigenous students.
References
Cohn-Vargas, Esther & Steele, Dorothy. (2013). Identity Safe Classrooms: Places to Belong and Learn.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press.
Rip, J., Zijlstra, E., Post, W., Kalverboer, M., & Knorth, E.J. (2020). Cultural matching factors, child factors and fostering factors associated with successful foster placement: An explorative study into the perspectives of unaccompanied refugee children, their foster carers and guardians. Children and Youth Services Review, 118, 105408.
Windchief, S., & San Pedro, T. (2019). Applying indigenous research methods: Storying with peoples and communities New York, NY: Routledge.